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North Carolina Read to Achieve
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A Guide to Implementing
House Bill 950/S.L. 2012-142 Section 7A
and House Bill 230
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UPDATED: JUNE 2014
K-3 LITERACY
http://www.ncpublicschools.org/k-3literacy/
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STATE BOARD OF EDUCATION
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The guiding mission of the North Carolina State Board of Education is that every public school student will graduate
from high school, globally competitive for work and postsecondary education and prepared for life in the 21st Century.
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WILLIAM COBEY
Chair :: Chapel Hill
A.L. COLLINS
Vice Chair :: Kernersville
DAN FOREST
Lieutenant Governor :: Raleigh
JANET COWELL
State Treasurer :: Raleigh
JUNE ST. CLAIR ATKINSON
Secretary to the Board :: Raleigh
BECKY TAYLOR
Greenville
JOHN A. TATE III
Charlotte
REGINALD KENAN
Rose Hill
WAYNE MCDEVITT
Asheville
KEVIN D. HOWELL
Raleigh
MARCE SAVAGE
Waxhaw
GREG ALCORN
Salisbury
PATRICIA N. WILLOUGHBY
Raleigh
OLIVIA OXENDINE
Lumberton
NC DEPARTMENT OF PUBLIC INSTRUCTION
June St. Clair Atkinson, Ed.D., State Superintendent
301 N. Wilmington Street :: Raleigh, North Carolina 27601-2825
In compliance with federal law, the NC Department of Public Instruction administers all state-operated educational programs, employment
activities and admissions without discrimination because of race, religion, national or ethnic origin, color, age, military service, disability, or
gender, except where exemption is appropriate and allowed by law.
Inquiries or complaints regarding discrimination issues should be directed to:
Dr. Rebecca Garland, Deputy State Superintendent :: 6368 Mail Service Center, Raleigh, NC 27699-6368 :: Telephone: (919) 807-3200 :: Fax: (919) 807-3388
Visit us on the Web :: www.ncpublicschools.org
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Table of Contents
PAGE
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Grade Level Implementation Plan Graphic and Narrative. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Read to Achieve Program End-of-Third-Grade Flow Chart and Narrative . . . . . . . . . . . . . . . . . . . . . . . 4
Read to Achieve Program Retention Flow Chart and Narrative . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Definition of Terms Used in Excellent Public Schools Act Legislation . . . . . . . . . . . . . . . . . . . . . . . . . . 8
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Good Cause Exemptions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Component #1 – Comprehensive Plan for Reading Achievement Process. . . . . . . . . . . . . . . . . . . . . 10
North Carolina Responsiveness to Instruction (NCRtI) Overview . . . . . . . . . . . . . . . . . . . . . . . . 11
North Carolina Responsiveness to Instruction (NCRtI) Brief . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
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Component #2 – Developmental Screening and Kindergarten Entry Assessment Process . . . . . . . . 14
Component #3 – Facilitating Early Grade Reading Proficiency Process. . . . . . . . . . . . . . . . . . . . . . . . 16
North Carolina State Board of Education Executive Summary Adoption August 2012. . . . . . . 17
North Carolina State Board of Education Policy Manual . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
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Component #4 – Elimination of Social Promotion Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Component #5 – Successful Reading Development for Retained Students Process. . . . . . . . . . . . . . 21
Explanation of PEP Samples. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Sample Form – Personal Education Plan (PEP) Grades K-­5. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Sample Form – Personal Education Plan (PEP) Grades 6-12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Component #6 – Notification Requirements to Parents and Guardians Process. . . . . . . . . . . . . . . . . 27
Notification Guidelines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
Sample Notification Templates. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
Component #7 – Accountability Measures Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
Part 1A. North Carolina Read to Achieve Program. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
House Bill 230 Ratified. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
North Carolina State Board of Education Policy for Read to Achieve. . . . . . . . . . . . . . . . . . . . . . . . . . 45
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North Carolina Read to Achieve
Guidebook Introduction
This guidebook serves as a structural framework for the North Carolina Read to Achieve program. The various
charts, narratives, and descriptions are the Department of Public Instruction’s work with this initiative.
The Read to Achieve program is a part of the Excellent Public Schools Act which became law in July of 2012
and applies to all schools at the beginning of the 2013-2014 school year. The original law can be accessed
through this link, http://www.ncleg.net/Sessions/2011/Bills/House/PDF/H950v7.pdf, (pages 38-45). Changes to
the law were made in June 2014 and can be found in HB230.
If you have questions, please call or email: Carolyn Guthrie, Director of K-3 Literacy
carolyn.guthrie@dpi.nc.gov | 919-807-3762
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North Carolina Read to Achieve Program
Grade Level Implementation Plan
Goal: The goal of the State is to ensure that every student read
at or above grade level by the end of third grade.
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Personalized Education Plans (PEP) with Evidence Based Instructional Supports
Notifications to Parents and Guardians
Formative and Diagnostics
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Kindergarten Entry Assessment
Begin Portfolio
Annual Reporting: Accountability Measures (LEAs and DPI)
• Website
• Report Reading Interventions to SBE
• SBE and DPI Technical Assistance
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G.S. 115C-83.1A-I
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Mid-year
promotion
3rd/4th
transition
class or
accelerated
reading class
Retention/Elimination
of Social Promotion
Reading Development for retained reading students
• Reading Camp
• Plan for Reading at Home (if retained once)
• Supplemental Tutoring (if retained twice)
Organizational Chart Narrative
This organizational chart illustrates how the major components of the NC Read to Achieve Program from the
Excellent Public Schools Act are interrelated. The goal of the entire program is stated at the top.
•The Grade progression is at the top
• Arrows indicate when different components of the program are initiated.
•Color-coded boxes run below the grade progression to show the timing of each component through the
grade levels
– Purple boxes identify actions that LEAs will provide for struggling students
–Green boxes identify tools provided by the state that will help LEAs identify, assess, and instruct students
– Orange boxes identify State Board policies that are required as a result of the legislation
•Reporting and Accountability measures are components of the NC Read to Achieve Program that will be a
shared responsibility of the LEAs and the State
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UPDATED 6/14
North Carolina Read to Achieve Program
End-of-Third-Grade Flow Chart
Student completes third grade
and EOG for reading
Proficient
No
Student qualifies for a “good cause exemption”*
#1, 2, 4, or 5 on Page 9 of the RtA Guidebook or
shows proficiency on a local alternative assessment
No
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Re-administer the third grade EOG for reading
AND/OR the Read to Achieve alternative assessment
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No
Reading Camp encouraged for
additional reading support
Non-proficient students given the opportunity to
complete the student reading portfolio OR take the
Read to Achieve alternative assessment OR the local
alternative assessment on an LEA designated day
No
Proficient
Student placement for
the next school year
Third Grade
Accelerated
Reading Class
* NOTE: Students with a Good Cause Exemption
may participate in reading camp for additional
reading support at no cost
G.S. 115C-83.1A-I
Promote to
4th grade
Yes
Ye
s
N
o
Proficient
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Ye
s
4
3/4
Transition
Class
Fourth Grade
Accelerated
Reading Class
UPDATED 6/14
North Carolina Read to Achieve Program
End-of-Third-Grade Flow Chart Narrative
This flow chart describes the procedure for students at the end of their third grade year
•Students take the 3rd-grade EOG
•If they are proficient, they are promoted to Grade 4
•If they are not proficient, they may qualify for a “good cause exemption” and be promoted to Grade 4
(see list of good cause exemptions on page 9 of the guidebook) or they may show proficiency on a local
valid and reliable alternative assessment approved by the SBE and be promoted to Grade 4
•If they do not qualify for a “good cause exemption,” then they may take a retest of the EOG (different
form) and/or the Read to Achieve alternative assessment
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•If they are proficient on one of these assessments, they are promoted to Grade 4
•If they are not proficient on one of these assessments, they are encouraged to attend reading camp
•The parent makes the decision regarding student attendance at reading camp
•Students who received a good cause exemption may attend reading camp for free
•After reading camp, the student may achieve proficiency by passing the Read to Achieve alternative
assessment OR by passing with a completed student reading portfolio OR by passing the local
alternative assessment approved by the SBE. The parent has an option of sending a student to a private
reading support program. The parent may provide documentation to the LEA after completion of the
reading support program. The LEA may use this documentation when considering placement of the
student for the following year. Any funding for a private reading support program is the responsibility
of the parent.
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•Students not attending reading camp shall be provided an opportunity to take the Read to Achieve
alternative assessment or local alternative assessment on an LEA designated day
•If students are proficient by any means (RtA alternative assessment, local alternative assessment, or
student reading portfolio), then they are promoted to Grade 4
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•Students who are not proficient may be placed in one of three situations for the following year:
1. Retained in a third grade accelerated class (Students pulled out for intense 90 minute reading
instruction with a teacher selected based on demonstrated student outcome in reading proficiency.)
These students are repeating the third grade and being instructed with third grade standards and
curriculum with an intense focus on reading.
2. P
laced in a 3/4 transitional class with a retained reading label. These students are being
instructed on fourth grade standards and curriculum while continuing to be remediated on
reading deficiencies. (Students receive a 90 minute block of uninterrupted reading instruction with
a teacher selected based on demonstrated student outcomes in reading proficiency within the
classroom structure.)
3. P
laced in a fourth grade accelerated class with a retained reading label. (Students are pulled out
for intense 90 minute reading instruction with a teacher selected based on demonstrated student
outcomes in reading proficiency.) These students are being instructed with fourth grade standards
and curriculum with an intense focus on reading.
•The decision for placement of the students should be made based on a comprehensive balanced
assessment system including formative, benchmark, and summative assessments; observations;
historical data; student grades; and classroom and reading camp performance (if applicable).
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UPDATED 6/14
North Carolina Read to Achieve Program
Retention Flow Chart
Placement of students with retained label for the next school year
Retained in 3rd grade
and placed in 3rd grade
accelerated reading class
OR
Retained Reading Label
3rd/4th transition class
(classroom designed to
meet 4th grade performance
standards while continuing
to remediate areas of reading
deficiency) – within class
OR
Retained Reading Label
4th grade accelerated
reading class (instructional
supports provided to
increase a student’s
reading level at least two
grade levels) – pull out
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Opportunity for mid-year promotion by passing the RtA alternative assessment of reading comprehension
OR local alternative assessment OR evidence of a completed student reading portfolio by November 1
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Proficient
Ye
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o
N
D
After Nov. 1, retained reading label remains
with intensive reading support in the transition
or 4th grade accelerated classes and student
reading portfolio development continues
Retained reading label removed – student
continues in transition or 4th grade
accelerated class with 4th grade curriculum
and intensive reading support
After Nov. 1, student reading portfolio OR local alternative
assessment used to show proficiency and retained reading
label is removed; student completes 4th grade EOG*
Completes 4th grade EOG
Proficient
Ye
s
o
N
Retention/Promotion based
on Principal’s decision
Student promoted to 5th grade
* After November 1, principal shall grade and classify
students demonstrating reading proficiency
G.S. 115C-83.1A-I
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North Carolina Read to Achieve Program
Retention Flow Chart Narrative
This flow chart describes the procedure for students who are non-proficient in third grade reading standards
after the student attempts all of the possibilities for promotion.
• If not proficient, the student may be placed in one of three situations for the following year
• Students may be retained in a third grade Accelerated Class with an intense focus on reading
• Students may be placed in a 3rd/4th Transition Class (see definitions) with a retained reading label
•Students may be placed in a 4th grade Accelerated Reading Class. (see definitions) with a retained
reading label
•The 3/4 Transition and Fourth Grade Accelerated Classes are intended to be classes where students
receive the 4th grade standards and curriculum with an intense focus on reading to move the student to
proficiency in reading
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•Students with a retained reading label are given an opportunity for mid-year promotion (November 1)
by passing the 3rd grade Read to Achieve alternative assessment OR a local alternative assessment OR
by evidence of a completed student reading portfolio
•Students who are proficient by any method have the retained reading label removed and continue
in the same class with 4th grade standards and curriculum and continue to receive intensive reading
instruction while completing the 4th grade
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•Students who are not proficient by any method maintain the retained reading label and remain in the
same transitional or accelerated class with 4th grade standards and curriculum and intensive reading
instruction. The student continues work on the student reading portfolio.
•If a student with a retained reading label completes a student reading portfolio OR passes a local
alternative assessment by the end of the year, then the retained reading label is removed from
his/her record
•
After November 1, the principal shall grade and classify students demonstrating reading proficiency
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•All students in the 3/4 transitional and fourth grade accelerated classes take the 4th grade EOG
•
Students who do not have the retained reading label and are proficient on the 4th grade Reading EOG
move on to 5th grade
•
If students do not have the retained reading label and are not proficient on the 4th grade Reading EOG,
then the principal will grade and classify
•Students with the retained reading label after November 1 who are proficient on the 4th grade EOG
and pass the student reading portfolio requirements OR the local alternative assessment by the end of
4th grade, move on to the 5th grade and have the retained reading label removed
•If students with the retained reading label after November 1 are not proficient on the 4th grade Reading
EOG and do not pass the student reading portfolio requirements OR the local alternative assessment,
then the decision to grade and classify for the following year becomes a decision for the principal, but
the retained reading label remains until the child shows proficiency. These children may repeat the 3/4
transition or fourth grade accelerated class the following year.
•If students with the retained reading label after November 1 are proficient on the 4th grade Reading
EOG but have not completed the student reading portfolio OR the local alternative assessment, then
the student moves on to the 5th grade and the retained reading label is removed because the student
showed proficiency on comprehension at a higher level on the 4th grade EOG
•If students with the retained reading label after November 1 are not proficient on the 4th grade Reading
EOG but have passed the student reading portfolio OR the local alternative assessment, then the
decision to grade and classify for the following year becomes a decision for the principal and the
retained reading label is removed
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UPDATED 6/14
Definitions of Terms Used in
Excellent Public Schools Act Legislation
1.
“Accelerated reading class” means a class where focused instructional supports and services are
provided to increase a student’s reading level at least two grades in one school year.
* 2.“Alternative assessment” means a valid and reliable standardized assessment of reading
comprehension, approved by the State Board of Education, that is not the same test as the State
approved standardized test of reading comprehension administered to third grade students. The State
Board of Education shall (i) provide several valid and reliable alternative assessments to local school
administrative units upon request, (ii) approve valid and reliable alternative assessments submitted
by local school administrative units, and (iii) establish achievement level ranges for each approved
alternative assessment. The State Board of Education shall annually review all alternative assessments
to ensure ongoing relevance, validity, and reliability.
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3.
“Instructional supports and services” mean intentional strategies used with a majority of students
to facilitate reading development and remediate emerging difficulty with reading development.
Instructional supports and services include, but are not limited to, small group instruction, reduced
teacher-student ratios, frequent progress monitoring, and extended learning time.
4.
“Difficulty with reading development” means not demonstrating appropriate developmental
abilities in any of the major reading areas, including, but not limited to, oral language, phonological
or phonemic awareness, vocabulary, fluency, or comprehension, according to observation-based,
diagnostic, or formative assessments.
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5.
“Reading interventions” mean evidence-based strategies frequently used to remediate reading
deficiencies and include, but are not limited to, individual instruction, tutoring, or mentoring that
target specific reading skills and abilities.
6.
“Reading proficiency” means reading at or above the third grade level by the end of a student’s
third grade year, demonstrated by the results of the State-approved standardized test of reading
comprehension administered to third grade students.
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“Reading deficiency” means not reading at the third grade level by the end of the student’s third grade
year, demonstrated by the results of the State-approved standardized test of reading comprehension
administered to third grade students.
* 8.
“Student reading portfolio” means a compilation of independently produced student work selected by the
student’s teacher, beginning during the first half of the school year, and signed by the teacher and principal,
as an accurate picture of the student’s reading ability. The student reading portfolio shall include an
organized collection of evidence of the student’s mastery of the State’s reading standards that are assessed
by the State approved standardized test of reading comprehension administered to third grade students.
A single piece of evidence may show mastery of up to two standards. For each benchmark, there shall be
three examples of student work demonstrating mastery by a grade of seventy percent (70%) or above.
“Reading camp” means an additional educational program outside of the instructional calendar provided
* 9.
by the local school administrative unit to any student who does not demonstrate reading proficiency.
Parents or guardians of the student not demonstrating reading proficiency shall make the final decision
regarding the student’s reading camp attendance. Reading camps shall (i) offer at least 72 hours of reading
instruction to yield positive reading outcomes for participants; (ii) be taught by compensated, licensed
teachers selected based on demonstrated student outcomes in reading proficiency: (iii) allow volunteer
mentors to read with students at times other than during the 72 hours of reading instruction. The 72
hours of reading instruction shall be provided over no less than three weeks for students in schools using
calendars other than year-round calendars.
10.“Transitional third and fourth class combination” means a classroom specifically designed to produce
learning gains sufficient to meet fourth grade performance standards while continuing to remediate
areas of reading deficiency.
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Good Cause Exemptions
Students may be exempt from mandatory retention in third grade for good cause but shall continue to be
eligible to participate in reading camps, receive instructional supports and services and reading interventions
appropriate for their age and reading level.
Good cause exemptions shall be limited to the following:
* 1. Limited English Proficient students with less than two school years of instruction in an English as a
Second Language program.
Students with disabilities, as defined in G.S. 115C-106.3(1), and whose individualized education
* 2.
program indicates (i) the use of the NCEXTEND1 alternate assessment, (ii) at least a two school year
delay in educational performance, or (iii) receipt of intensive reading interventions for at least two
school years.
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* 3. Students who demonstrate reading proficiency appropriate for third grade students on an alternative
assessment approved by the State Board of Education.
* 4. Students who demonstrate, through a student reading portfolio, reading proficiency appropriate
for third grade students. Student reading portfolio and review processes used by local school
administrative units shall be approved by the State Board of Education.
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5. Students who have (i) received reading intervention and (ii) previously been retained more than once
in kindergarten, first, second, or third grades.
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North Carolina Read to Achieve Comprehensive
Plan for Reading Achievement Process
Legislative
Component
Comprehensive Plan for Reading Achievement:
•D
evelop, implement, and continuously evaluate a comprehensive plan to improve
reading achievement
•B
ased on reading instructional practices with strong evidence of effectiveness in
current empirical research in reading development
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eflect research
• Include Standard Course of Study or curriculum standards
• Include revision of teacher licensure and renewal standards
• Include revision of teacher education program standards
Action Plan
(for LEAs)
LEAs will receive the Comprehensive Plan for Reading Achievement:
•D
evelop a plan to distribute and communicate the Reading Plan throughout the district
•E
mbed professional development on evidence-based reading instructional practices
within district and elementary school professional development sessions
•S
upport teachers by scheduling Professional Learning Community time to share
instructional ideas
Process
(for DPI)
The NC Comprehensive Reading Plan is a supplement to the State Board adopted
NC Literacy Plan:
•G
athered feedback from State Literacy team as well as internal and external
stakeholders to review components of the K-12 reading plan
• Developed a resource including appropriate research-based literacy instructional strategies
• Convened regional reading plan focus groups consisting of representatives from LEAs, DPI,
public and private Institutions of Higher Education, State Board members, and parents
• Develop professional development to communicate and model reading
instructional practices
uggest recommendations and policy implications for revisions to teacher licensure
•S
and teacher education programs
romote Responsiveness to Instruction (RtI), identified as a multi-tiered framework
•P
which supports school improvement through engaging, high-quality instruction.
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Responsibilities
of Stakeholders
State:
• Develop
Comprehensive
Plan for Reading
Achievement
•D
istribute and
communicate plan
to LEAs
•O
ffer professional
development
opportunities on
reading instructional practices
• Distribute
research-based
literacy strategies
LEA:
•D
istribute and
communicate
the plan to each
school in LEA
•O
ffer LEA-level
support and
follow-up to
professional
development on
reading strategies
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School:
• Schedule time
for teachers to
participate in
professional
development
on reading
instructional
practices
• Schedule time
for teachers to
participate in
Professional
Learning
Communities
Teachers:
• Read the
Comprehensive
Plan for Reading
Achievement
• Utilize data and
collaborative work
with PLCs to
determine which
reading instructional strategies
are needed
• Provide appropriate
reading instruction
for students
North Carolina Responsiveness to Instruction (NCRtI)
OVERVIEW
Definition: NC Responsiveness to Instruction (NCRtI) is a multi-tiered framework which promotes school
improvement through engaging, high quality instruction. NCRtI employs a team approach to guide educational
practices, using a problem-solving model based on data, to address student needs and maximize growth for all.
Critical Components:
a Leadership and Shared Responsibility
a Curriculum and Instruction
a Assessment
a Problem-Solving/Data-Based Decision Making
a Family and Community Partnerships
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a Sustainability and Integration
Tier I – Core
Who
What
How
All Students
D
NC Standard Course of Study
(includes the Common Core
and Essential Standards)
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Tier II – Supplemental
Tier III – Intensive
Students needing
supplemental support in
addition to Tier I instruction
(approx. 20% of students)
Students needing intensive
support in addition to supplemental and Tier I instruction
(approx. 5% of students)
NC Standard Course of Study
along with supplemental
evidence-based programs
and practices demonstrated
to improve performance
toward grade level standards
NC Standard Course of Study
along with evidence-based
programs and practices
demonstrated to improve
performance toward grade
level standards
Through a team based problem-solving model, utilize evidence-based programs and
instructional practices (including materials, pacing, assessments, etc.) that enable students to
meet the grade level standards for social and academic success
Effectiveness Goal: at least 80% of ALL
students receiving only Tier
I (across subgroups) are
meeting or exceeding grade
level standards
Instructor led support is delivered through explicit, targeted,
and data driven instruction aligned to the Core, typically in
small groups
Increase frequency, duration,
and/or intensity of instruction
Goal: at least 70-80% of
students receiving Tier II
instruction are showing growth
toward meeting or exceeding
grade level standards
Goal: students receiving Tier III
instruction are showing individual growth toward meeting or exceeding grade level
standards
Note: The NC Responsiveness to Instruction BRIEF document provides a visual reference in addition to this
OVERVIEW. The BRIEF can be found at: www.ncpublicschools.org/rti.
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North Carolina Responsiveness to Instruction (NCRtI)
BRIEF
Definition: NC Responsiveness to Instruction (NCRtI) is a multi-tiered framework which promotes school
improvement through engaging, high quality instruction. NCRtI employs a team approach to guide educational
practices, using a problem-solving model based on data, to address student needs and maximize growth for all.
Philosophy:
We believe in…
•Shared responsibility by all stakeholders including educators, families, students, and community partners.
•High levels of academic and social growth for all students.
•Continuous reflection on and improvement of instructional practices and learning environments.
•Intentional partnerships with families, community members, and stakeholders.
•Comprehensive implementation through systematic and purposeful approaches and leadership.
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Critical Components Of NCRtI:
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Leadership and Shared Responsibility
•All school personnel work collaboratively to maximize every student’s potential.
•Family and community members partner with school personnel in the education process.
•School, district, and state leadership create systems of support in which resources are aligned, barriers
are removed, and best practices are implemented.
•Leaders are knowledgeable, committed, and supportive of implementation.
D
Curriculum & Instruction
•High-quality standards-based instruction on the NC Standard Course of Study is foundational for all students.
•Students learn through meaningful, engaging, and appropriately challenging experiences.
•Teachers and school community facilitate learning through evidence-based differentiated instruction and
intervention within a multi-tiered framework based on data.
•Teachers and school personnel continually match student supports with student needs in learning.
•All students have academic and social supports they need to be successful.
Assessment
•A comprehensive balanced assessment system includes both formative and summative assessments
used to determine instructional effectiveness and guide student learning.
•School/District teams continuously analyze the effectiveness of RtI implementation.
•Teams implement intentional assessments of the fidelity of instructional practices at all tiers.
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Problem-Solving/Data-Based Decision Making
•A team based problem-solving model for instructional design and delivery guides the process of
continuous improvement at all tiers.
•District/School structures have been designed in order to remove barriers for effective problem-solving
at all tiers.
•The contexts of instruction, curriculum, environment, and learner are deliberately examined during
hypotheses development.
•Data decision guidelines are established and explicitly stated.
Family and Community Partnerships
•School personnel create a positive, respectful, responsive environment where student, family and
community are intentionally valued.
•Family and community partners are actively recruited, empowered, and engaged to maximize every
student’s potential.
•Families, community partners, and educators collaborate and share their expertise about the student
in support of learning.
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Sustainability and Integration
•School, district, and state leadership actively plan for and implement systems that support best practice,
include on-going program monitoring and evaluation, and are inclusive of all initiatives.
•Comprehensive implementation includes development of a full continuum of academic and social
support for all students.
•Professional development is informed by teacher and program evaluation, targets student learning
and specific skill development, and is sustained by ongoing networking and coaching.
•Intentional scale-up at all levels is guided by fidelity of implementation, which honors local context
and culture, to ensure expected outcomes.
•RtI is implemented as a framework for school improvement under which all initiatives are
intentionally integrated.
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Note: The NC Responsiveness to Instruction OVERVIEW document provides a visual reference in addition to
this BRIEF. The OVERVIEW can be found at: www.ncpublicschools.org/rti.
13
North Carolina Read to Achieve Developing Screening
and Kindergarten Entry Assessment Process
Legislative
Component
• The State Board of Education shall develop, adopt and provide developmentally appropriate
individualized assessment instruments for kindergarten through third grade
•L
ocal school administrative units shall use these assessment instruments provided to
them by the State Board of Education
•T
he initial administration of the K-3 Formative Assessment will include a process at
kindergarten entry that generates a Child Profile within the first 60 days of enrollment
• This process will include screening of all students entering kindergarten in early language,
literacy, and math within 30 days of enrollment (a subsection of the Child Profile)
•T
he assessment shall be administered at the classroom level in all LEAs, aligned to
NC’s early learning and development standards and standard course of study (NC
Common Core and Essential Standards), and appropriate for use with all students
Race to the TopEarly Learning
Challenge Grant
•G
rounded in recommendations from the National Research Council’s 2008 Early
Childhood Assessment: Why, What and How report
•M
ust measure all five Essential Domains of School Readiness (language and literacy
development, cognition and general knowledge, approaches toward learning, physical
well-being and motor development, and social and emotional development)
•M
ust be constructed in accordance with principles of universal design and accessible
to, valid, and appropriate for the greatest number of children (may be supplemented
for children with high needs)
•W
ill be used to guide daily instruction
ill not be used for accountability and high-stakes purposes (e.g., to evaluate teachers
•W
or early learning and development programs)
A
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D
14
T
F
Responsibilities
of Stakeholders
State:
•D
evelops a K-3 Formative Assessment that includes a kindergarten entry assessment
process that generates a Child Profile
•C
onducts pilot testing for validity and reliability and usability testing for appropriate
and effective implementation
• Provides professional development to regions to support scaling-up and implementation
•P
rovides coaching and technical assistance to regions to support sustainability
LEA:
•E
stablishes a District Implementation Team to manage the K-3 Formative Assessment
scale-up and implementation
•U
ses assessment and implementation data to inform continuous improvement
planning and to provide ongoing support for sustainability
T
F
School:
• Identifies a person(s) to lead the K-3 Formative Assessment implementation effort
in the school
•P
rovides time for teachers and staff to participate in professional development on
the assessment
•U
ses assessment and implementation data to inform continuous improvement
planning and to provide ongoing support for sustainability
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Teachers:
• Implement the K-3 Formative Assessment process following the administration guidelines
•U
se assessment data to guide instruction and learning
•E
ngage in a process of continuous improvement to transform instruction based on
assessment data
Timeline
TASK
K-3 Formative Assessment Design & Development
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Initial Implementation
Statewide Implementation
15
TIMELINE
Spring 2013 – Summer 2014
Fall 2014 – Spring 2015
Summer 2015 – Ongoing
North Carolina Read to Achieve
Facilitating Early Grade Reading Proficiency Process
Legislative
Component
Facilitating Early Grade Reading Proficiency:
•K
-3 students shall be assessed with valid and reliable, formative and diagnostic
reading assessments
•A
ssessments and instructional supports shall address the National Reading Panel’s
research on the Big 5 ideas of reading
•L
EAs are encouraged to partner with volunteers, mentors, tutors
Action Plan
(for LEAs)
• Ensure that all schools in all districts are trained and have correct materials and devices
•C
heck fidelity of implementation of benchmarking and progress monitoring after
schools begin using the assessment system
• Maintain communication with Regional Consultants about needs, questions, and successes
•A
nalyze data to develop schedules, identify professional development needs, guide
and change instruction
•P
rovide instructional supports and intervention strategies to teachers
• Develop relationships with community organizations, businesses, and volunteer groups
for providing mentors and tutoring
Process
(for DPI)
mCLASS Reading 3D is adopted as the state-wide formative, diagnostic assessment
system to be used by all K-3 classroom teachers.
• Implemented mCLASS Reading 3D state-wide with Beginning of Year (BOY)
assessment in 2013-2014
•M
aintain contract with vendor for individualized student subscriptions
llocate funding for assessment devices per ADM allotment
•A
rovide student assessment materials
•P
evelop State Board Policy – rules of expectations for this system
•D
rovide access to intervention and instructional strategies to all stakeholders
•P
tilize universal screening, progress monitoring and data-based decision making as
•U
critical components of Responsiveness to Instruction (RtI) framework
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D
Responsibilities
of Stakeholders
State:
•P
rovides funding
for devices
•P
rovides funding
for subscriptions
•P
rovides funding
for student assessment materials
•P
rovides funding
for training
•P
rovides regional
consultants
LEA:
aintains 2
•M
teacher trainers
for each school
•U
ses allocation
funding to choose
and purchase
devices
• Supports
implementation
of the system
16
T
F
School:
• Allows the two
teacher trainers
at each school to
update training for
all K-3 teachers on
the system
• Uses the
administrative
reports to inform
school decisions
Teachers:
• Implement the
full system with
fidelity following
benchmarking
and progress
monitoring
expectations
• Analyze data
to develop
schedules, identify
professional
development
needs, guide and
change instruction
SBE Meeting 08/2012
Title:
Attachment : GCS 3
EXECUTIVE SUMMARY
Expansion of mClass Reading 3D Diagnostic Assessments State-Wide
Type of Executive Summary:
Consent
Action
Action on First Reading
Discussion
Policy Implications:
Constitution
General Statute #115C-83.1F
SBE Policy #
SBE Policy Amendment
SBE Policy (New)
APA #
APA Amendment
APA (New)
Other
Presenter(s):
Information
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F
Dr. Rebecca Garland (Chief Academic Officer, Academic Services and Instructional Support) and
Ms. Carolyn Guthrie (Director, Early Childhood/Elementary Projects, Special Assistant to Chief
Academic Officer, Academic Services and Instructional Support)
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Description:
Section 115C-83.1F of the 2012-2013 budget law identifies strategies for facilitating early-grade reading
proficiency. The law states that “Kindergarten, first, second, and third grade students shall be assessed with valid,
reliable, formative, and diagnostic reading assessments made available to local school administrative units by the
State Board of Education pursuant to G.S. 115C-174.11(a).” The state began a reading diagnostic initiative in 2009
with 27 pilot schools. This initiative expanded to 480 schools in 2010 and continued in 2011. The schools are using
mClass Reading 3D, an on-going formative and diagnostic assessment system with three benchmarking periods.
Teachers formatively assess students throughout the year between the benchmarks and use the assessment results to
guide their instruction in the classroom. This web-based system is downloaded to an electronic touch-screen device
to allow teachers ease and speed of administration. Immediate teacher reports give valuable feedback about the
instructional needs of the students and identify appropriate, individualized interventions and strategies.
Administrative reports allow for school administrators and central office personnel to make decisions at the school
and district level about successful instructional methods, intervention programs, and scheduling. Informative parent
reports with suggested reinforcing activities are also provided after each benchmark. The Department of Public
Instruction will expand the implementation of the mClass Reading 3D diagnostic system state-wide for the 20132014 school year as required by legislation. Training will begin in August of 2012 for schools that would like to
begin the assessments in the fall of 2012, and training and resources will be provided throughout the year to ensure
full implementation by all schools state-wide by the first benchmarking period of 2013. A policy outlining the
implementation process and expectations for schools and districts is attached.
D
Resources:
Student subscriptions, teacher training, student assessment kits, electronic devices for teachers, professional
development by Department of Public Instruction consultants, Reading 3D Master Trainers from NC school districts
and vendor consultants
Input Process:
The NC Department of Public Instruction piloted this reading diagnostic system in 2009 using 27 volunteer schools.
In 2010, an RFP was issued for a technology-based reading diagnostic assessment system that included formative
and benchmarking assessments for elementary reading. mClass Reading 3D was chosen, and immediate training
and implementation began in the lowest performing schools in North Carolina. In the late fall of 2010, invitations
were sent out for more schools to apply and participate. By the end of 2011, 480 schools were participating. A
2011 and 2012 report indicated a very strong predictive correlation to the EOG proficiency scores. The 2012
reports for individual districts and the state also show growth increases in subskills and reading levels.
17
Stakeholders:
Teachers, administrators, parents, students, district administrators
Timeline For Action:
This policy is being presented for Discussion at the August 2012 State Board meeting.
Recommendations:
The NC Department of Public Instruction recommends that the State Board of Education adopt this policy to ensure
the administration of mClass Reading 3D as the state formative and diagnostic reading assessments in grades K-3
for the 2013-2014 school year.
-------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
Audiovisual equipment requested for the presentation:
Data Projector/Video (Videotape/DVD and/or Computer Data, Internet, Presentations-PowerPoint preferred)
Specify:
T
F
Audio Requirements (computer or other, except for PA system which is provided)
Specify:
Document Camera (for transparencies or paper documents – white paper preferred)
-------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
Motion By: ______________________________
Vote: Yes __________
No __________
Approved __________
Disapproved __________
Seconded By: ______________________________
Abstain __________
Postponed __________
Revised __________
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-------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
*Person responsible for SBE agenda materials and SBE policy updates:
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18
Susan Auton, 919-807-3435
North Carolina State Board of Education
POLICY MANUAL
Policy Identification
Priority: Globally Competitive Students
Category: Kindergarten/Early Childhood
Policy ID Number: GCS-J-002
Policy Title: State-Wide Implementation of Formative and Diagnostic Reading Assessments in Grades K-3
Current Policy Date: 08/02/2012
Other Historical Information:
Statutory Reference: GCS 115C-174.11(a)
Administrative Procedures Act (APA) Reference Number and Category:
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F
STATE-WIDE IMPLEMENTATION OF FORMATIVE AND DIAGNOSTIC READING ASSESSMENTS IN GRADES K-3
Pursuant to the provisions of G.S. 115C-174.11(a), the State Board of Education shall provide to all local school
districts a valid, reliable, formative and diagnostic reading assessment for kindergarten, first, second and third
grade, effective with the 2013-2014 school year.
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(a)The State Board of Education shall adopt and provide to the local school districts developmentally
appropriate individualized assessment instruments consistent with the Basic Education Program.
1)Each local school district shall use the State Board of Education-approved formative and diagnostic
assessment system for reading in grades K-3.
2)All components of the State Board of Education-approved formative and diagnostic assessment
system shall be used to assess students in grades K-3 during benchmarking and progress monitoring
in accordance with State Board policy.
D
(b)Local school administrative units shall use the assessment instruments provided to them by the State
Board for kindergarten, first, second, and third grade students to assess progress, diagnose difficulties,
and inform instruction and remediation needs.
1)Benchmark assessments shall be given three times a year: Beginning of Year (BOY), Middle of
Year (MOY), and End of Year (EOY). Progress monitoring assessments shall be given between each
benchmark according to the state progress monitoring schedule.
2)Teachers and administrators shall analyze assessment data results and adjust instructional practices
and schedules to meet the individual needs of students.
3)School administrators shall review school-wide data, classroom summary data, and student data
during benchmarking and progress monitoring periods for the purpose of providing instructional
leadership in the school with regards to scheduling and professional development opportunities.
4)District administrators shall analyze district data to ensure fidelity of implementation and identify
trends within the district and in individual schools.
5)End of Year (EOY) individualized student summary reports shall be placed in cumulative records at
the end of each year in grades K-3.
(c)After each benchmark period, the school shall provide the parent of each individual K-3 student with
program-generated written notification of the student’s progress, including:
1)assessment results,
2)whether the student may not reach reading proficiency by the end of the third grade, and
3) instructional support activities for use at home.
(d)The Department of Public Instruction shall support the implementation of the State Board of Educationapproved formative and diagnostic assessment system and report to the State Board of Education in
August of each year the state-wide fidelity of implementation and growth reports.
19
North Carolina Read to Achieve
Elimination of Social Promotion Process
Legislative
Component
Elimination of Social Promotion:
•R
etention in third grade if student fails to demonstrate proficiency on reading EOG
•G
ood Cause exemptions provided for LEP students, students with disabilities with
IEPs, students who demonstrate proficiency on an alternate assessment, students who
demonstrate proficiency on the portfolio process, students who have been retained
more than once in K-3. Please see page 9 for specific details.
•S
uperintendents shall determine good cause exemptions
• Principal makes initial determination of promotion and sends in writing to superintendent
Action Plan
(for LEAs)
• Determine which students fail to demonstrate proficiency on third-grade EOG
• Determine which of these students qualify for good cause exemptions
• Readminister a different form of the EOG and alternative test to those identified students
• Submit documentation of good cause to principal – evidence shall be in the student’s
PEP, IEP, Alternate Test or reading portfolio(teacher responsibility)
• Review documentation, determine promotion, and send written recommendation to the
superintendent for final determination (principal responsibility)
• Accept or reject recommendation in writing (superintendent responsibility)
Process
(for DPI)
The third-grade Reading EOG is made available to all qualified students:
•D
eveloped template for documentation of good cause exemptions and procedural
guidelines for recommendation of promotion
•D
eveloped and published sample PEP formats that can be used by districts/schools
eveloped and communicated guidelines for the portfolio contents
•D
rovide different forms of the EOG to LEAs
•P
•P
rovide the RtA alternative assessment to all LEAs
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D
Responsibilities
of Stakeholders
State:
•P
rovide Reading
EOG forms
aligned to the ELA
Common Core
•D
evelop the
RtA alternative
assessment
• Provide training on
the portfolio and
how it should be
used in the formative assessment
process
LEA:
upport schools
•S
with district-wide
emphasis and
training on instructional strategies for
reading
• Identify trends in
data and support
schools that have
large numbers of
students identified
with reading
deficiencies
20
T
F
School:
• Support teachers
by providing
professional
development
on instructional
strategies and
interventions
• Schedule uninterrupted blocks of
reading instruction
and intervention
• Schedule time for
collaboration
Teachers:
• Provide instructional supports, services, and interventions to students
• Develop and
follow PEPs for
identified students
• Maintain portfolio
on identified
students
• Follow IEPs (when
applicable)
North Carolina Read to Achieve
Successful Reading Development for
Retained Students Process
Legislative
Component
115C-83.1H. Successful reading development for retained students.
•S
tudents not demonstrating proficiency shall be encouraged to enroll in a reading
camp prior to being retained
•S
tudents retained shall be provided with a selected teacher based on demonstrated
student outcomes in reading proficiency and placed in an accelerated reading class
or a transitional third and fourth grade class
•T
he SBE shall establish a midyear promotion policy for any student retained who,
by November 1, demonstrates reading proficiency
•P
arents or guardians of students who have been retained once shall be provided with
a plan for reading at home
•P
arents or guardians of students who have been retained twice shall be offered
supplemental tutoring outside the instructional day
Action Plan
(for LEAs)
• Establish reading camps
• Offer a 3rd grade accelerated reading class, a 4th grade accelerated reading class and/or
a 3rd/4th transitional class, including 90 minutes of daily, uninterrupted evidence-based
reading instruction
• Offer supplemental tutoring outside of the instructional day to students who have been
retained more than once under this law
Process
(for DPI)
•E
stablish guidance for implementation and content of reading camps
stablish guidance for accelerated and transitional third/fourth-grade classes
•E
•E
stablished a midyear promotion policy to begin in 2014 school year after the first
reading camps in the summer of 2014
A
R
D
Responsibilities
of Stakeholders
State:
•E
stablish midyear
promotion policy
•D
evelop frameworks for the
implementation
of summer
reading camps
• Develop suggestions for scheduling
and instructional
practices to be
utilized in accelerated and third/fourth
transitional classes
LEA:
• Implement summer
reading camps
21
T
F
School:
• Establish accelerated reading class
or transitional
class for non-proficient students
• Determine teachers
to be assigned to
the non-proficient
students based
on demonstrated
outcomes in
reading proficiency
Teachers:
• Provide 90
minutes of daily
uninterrupted
reading instruction
for non-proficient
students
• Maintain reading
portfolios for
retained reading
students
• Develop and
follow PEPs
for students
not meeting
proficiency
Explanation of PEP Samples
**There are sample forms of Personal Education Plans (PEP) that follow this page. These forms are meant to
be sample formats that LEAs can follow. This is NOT a state-mandated form. LEAs may choose to use all,
part, or none of the sample forms. LEAs are free to develop their own forms. Please refer to the law (link
provided on the introduction page) to reexamine the components that should be included in a PEP.
LEAs that have completed Responsiveness to Instruction (RtI) training may use specified RtI forms as the
student’s PEP.
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T
F
Personal Education Plan
Grades K-5
__________________________________________________ School
Part I: Descriptive Information
Student: _______________________________________________________________________________________________
T
F
Student ID: ________________________________________ Birth Date: ________________________________________
Parents/Guardians: _____________________________________________________________________________________
Home Telephone: __________________________________ Work Telephone: __________________________________
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Teacher of Record: _____________________________________________________________________________________
Part II: Diagnostic Information
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DIBELS Next Composite
TRC Level
K Reading Assessment
________________________
______________ K Math Assessment
__________
1 Reading Assessment
________________________
______________ 1 Math Assessment
__________
2 Reading Assessment
________________________
______________ 2 Math Assessment
__________
3 Reading Assessment
________________________
______________ 3rd EOG Math
__________
3rd EOG Reading
________________________
______________ 4th EOG Math
__________
4th EOG Reading
________________________
______________ 5th EOG Math
__________
5th EOG Reading
________________________
______________ 5th Science
__________
Assessment
Student Retained in Grade(s) (Circle Appropriate):
Identification (Circle Appropriate):
Regular Ed.
K
1
EC
ELL
23
2
Assessment
3
4
MIGRANT
5
504
Level
Personal Education Plan
Intervention Plan
Strengths
Benchmark Goal
Areas Needing Improvement
Evidence-based
Intervention Strategies
Resources Needed
Beginning
1st Grading Period
_______________________________
Parent Signature/Date
Benchmark Goal
_______________________________
Teacher Signature/Date
Evidence-based
Intervention Strategies
D
Benchmark Goal
3rd Grading Period
_______________________________
Parent Signature/Date
Benchmark Goal
_______________________________
Teacher Signature/Date
Evidence-based
Intervention Strategies
Resources Needed
Resources Needed
Ending
_______________________________
Principal Signature/Date
Beginning
_______________________________
Teacher Signature/Date
Evidence-based
Intervention Strategies
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F
_______________________________
Principal Signature/Date
Beginning
A
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2nd Grading Period
_______________________________
Parent Signature/Date
Resources Needed
Ending
Ending
_______________________________
Principal Signature/Date
Beginning
Ending
4th Grading Period
_______________________________
Parent Signature/Date
_______________________________
Teacher Signature/Date
Comments (Teacher/Parent)
24
_______________________________
Principal Signature/Date
Personal Education Plan
Grades 6-12
__________________________________________________ School
Part I: Descriptive Information
Student: _______________________________________________________________________________________________
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F
Student ID: ________________________________________ Birth Date: ________________________________________
Parents/Guardians: _____________________________________________________________________________________
Home Telephone: __________________________________ Work Telephone: __________________________________
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Teacher of Record: _____________________________________________________________________________________
Part II: Diagnostic Information
(Option: Attach current individual student report from diagnostic for K-3)
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TestLevel
TestScale Score
6th EOG Reading
________________
6th EOG Math
________________
7th EOG Reading
________________
7th EOG Math
________________
8th EOG Reading
________________
8th EOG Math
________________
English II
________________
8th Grade Science
________________
Biology
________________PLAN
________________
Algebra I
________________
________________
Identification (Circle Appropriate):
Regular Ed.
WorkKeys
ACT________________
EC
ELL
25
MIGRANT
504
Personal Education Plan
Grades 6-12
Strengths
Benchmark Goal
Areas Needing Improvement
Evidence-based
Intervention Strategies
Resources Needed
Beginning
1st Grading Period
_______________________________
Parent Signature/Date
Benchmark Goal
_______________________________
Teacher Signature/Date
Evidence-based
Intervention Strategies
D
Benchmark Goal
3rd Grading Period
_______________________________
Parent Signature/Date
Benchmark Goal
_______________________________
Teacher Signature/Date
Evidence-based
Intervention Strategies
Resources Needed
Resources Needed
Ending
_______________________________
Principal Signature/Date
Beginning
_______________________________
Teacher Signature/Date
Evidence-based
Intervention Strategies
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F
_______________________________
Principal Signature/Date
Beginning
A
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2nd Grading Period
_______________________________
Parent Signature/Date
Resources Needed
Ending
Ending
_______________________________
Principal Signature/Date
Beginning
Ending
4th Grading Period
_______________________________
Parent Signature/Date
_______________________________
Teacher Signature/Date
Comments (Teacher/Parent)
26
_______________________________
Principal Signature/Date
North Carolina Read to Achieve
Notification Requirements to Parents
and Guardians Process
Legislative
Component
115C-83.1I. Notification requirements to parents and guardians:
•P
arents or guardians shall be notified in writing that the student shall be retained if the
student is not demonstrating reading proficiency by end of third grade
•P
arents or guardians of any student who is to be retained shall be notified in writing of
the reason the student is not eligible for a good cause exemption
•P
arents or guardians of retained reading students shall receive at least monthly written
reports on student progress toward reading proficiency
•T
eachers and principals shall provide opportunities to discuss the notifications with
parents and guardians
Action Plan
(for LEAs)
•E
stablish communication plan for distributing notifications to parents and guardians
•T
rack student progress toward reading proficiency beginning in kindergarten and
provide written notification to parents or guardians when a kindergarten, first, second,
or third grade student is demonstrating difficulty with reading development, is not
reading at grade level, or has a PEP
Process
(for DPI)
•D
PI will provide guidance and templates for notifications to parents and guardians
PI will work with the LEAs to ensure that the appropriate data is available for the
•D
notifications to parents on reading proficiency
Responsibilities
of Stakeholders
State:
•P
rovide examples
of suggested
templates to
provide guidance
for notification
letters for parents
and guardians
•P
rovide examples
of PEP forms that
may be used by
LEAs
D
A
R
LEA:
• Develop a consistent district-wide
communication
plan for all schools
to follow for notification of reading
proficiency
• Establish a districtwide process for
the development
and maintenance
of PEPs
27
T
F
School:
• Notify parents
in writing about
retention, good
cause exemptions,
and progress
toward reading
proficiency
• Principals and
teachers will meet
with parents and
guardians as
needed to discuss
notifications
Teachers:
• Meet with parents
and guardians as
needed to discuss
notifications
• Document reading
proficiency levels
on each individual
student
• Send monthly
notices to parents/
guardians for
students retained
under this law
Notification Guidelines for NC Read to Achieve
1. Third grade parents/guardians shall be notified in writing, in a timely manner, that the student shall be
retained (unless they qualify for good cause exemption) if the student does not demonstrate reading
proficiency by the end of third grade.
2. Also, parents/guardians of K, 1st, 2nd, and 3rd students shall receive written notification when a student
is demonstrating difficulty with reading development, is not reading at grade level, or has a personal
education plan (PEP).
3. Written notification must be provided to parents/guardians of any student who is retained as to the
reason why that student does NOT qualify for a good cause exemption and this notification shall include a
description of proposed reading interventions that will be provided to the student to remediate identified
areas of reading deficiencies.
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4. Students who are non-proficient shall receive monthly written reports on student progress toward reading
proficiency. This can include an evaluation of classroom work, observations, test, assessments, Reading 3D
progress monitoring and benchmark results, and other relevant information.
5. Teachers and principals shall provide opportunities, including, but not limited to, information sessions to
discuss all of the above written notifications.
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NOTE: The following pages contain sample notification templates that districts/schools may use in the
notification process. These forms are NOT state-mandated forms, but the notification process outlined above
must be followed.
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North Carolina Read to Achieve Notification
Grades K-3
Date: _________________________
Student: ____________________________________________________
Grade Level: ____________________________
This is to notify you that your student:
o is demonstrating difficulty with reading development
o is not reading at grade level
o has a Personal Education Plan (PEP)
o is being considered for grade retention
The following reading interventions are in place for your student:
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o uninterrupted reading instruction
o extra intervention time dedicated to reading instruction
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o differentiated reading instruction based on your student’s individual assessment results
oextra instructional reading time with another educator _______________________________________________
(name of instructor) reading instruction outside of regular classroom hours
D
oother: _____________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
Listed below are times we can discuss your student’s reading progress:
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
Please contact me by email or note to let me know when you would be available to discuss reading
opportunities and achievement for your student.
29
North Carolina Read to Achieve Notification of Retention
Grades 3
Date: _________________________
Student: ____________________________________________________
Grade Level: ____________________________
This is to notify you that your student did not demonstrate reading proficiency for third grade as measured by the:
NAME OF TEST
DATE
SCORE LEVEL
NC EOG
NC EOG retake
NC Read to Achieve Test
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Your student DOES NOT qualify for a Good Cause Exemption listed below:
* 1. Limited English Proficient students with less than two school years of instruction in an English as a
Second Language program.
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Students with disabilities, as defined in G.S. 115C-106.3(1), and whose individualized education
* 2.
program indicates (i) the use of the NCEXTEND1 alternate assessment, (ii) at least a two school year
delay in educational performance, or (iii) receipt of intensive reading interventions for at least two
school years.
* 3. Students who demonstrate reading proficiency appropriate for third grade students on an alternative
assessment approved by the State Board of Education.
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* 4. Students who demonstrate, through a student reading portfolio, reading proficiency appropriate
for third grade students. Student reading portfolio and review processes used by local school
administrative units shall be approved by the State Board of Education.
5. Students who have (i) received reading intervention and (ii) previously been retained more than once
in kindergarten, first, second, or third grades.
According to the Excellent Public Schools Act, your student is encouraged to attend reading camp. The details
of the reading camp and interventions provided during the camp are attached.
At the end of the reading camp, your student will have the opportunity to show proficiency in reading by:
Submitting a completed reading portfolio
OR
Achieving proficiency on an alternative assessment
If you wish to discuss this notice in person, please email, send a note, or call the school by __________________
to arrange a conference.
___________________________________________
(Superintendent of Schools)
30
* UPDATED 6/14
North Carolina Read to Achieve
Accountability Measures Process
Legislative
Component
115c-83.1J. Accountability measures:
•L
ocal boards of education shall annually publish to a website and provide a reporting
in writing to the SBE on the progress of reading proficiency
•L
ocal school boards shall report in writing to the SBE a description of all interventions
provided to retained students
•T
he SBE shall establish a uniform format for reporting and shall compile the local
reports for a report to the Governor, Senate, House, and Joint Legislative Education
oversight Committee
•T
he SBE shall provide technical assistance to LEAs and schools in the implementation
of all parts of the NC Read to Achieve Program
Action Plan
(for LEAs)
Maintain annual reporting on:
• Number and percentage of third-grade students demonstrating and not demonstrating
reading proficiency on the State-approved standardized test of reading comprehension
• Number and percentage of third-grade students who take and pass the alternative test
of reading comprehension
• Number and percentage of third-grade students retained for not demonstrating
reading proficiency
• Number and percentage of third-grade students exempt from mandatory retention by
good cause exemptions
– Establish timeline and plan for submitting annual reports to the SBE
– Maintain a website for reporting purposes at the local level
Process
(for DPI)
•D
evelop and provide reporting format to all LEAs/schools no later than 90 days prior to
the annual report due date (September 1)
ompile annual report of all local reports to be submitted to the Governor, Senate,
•C
House and Joint Legislative Education Oversight Committee (by October 1 beginning
with the 2014-15 school year)
•P
rovide technical assistance and support to LEAs/schools in implementation of the
program and in the reporting process
D
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Responsibilities
of Stakeholders
State:
•P
rovide technical
assistance and aid
in implementation
of the program
•D
evelop reporting
format and
templates
•W
rite and submit
annual report to
stakeholders
LEA:
• Establish and
maintain a website
for reporting
• Provide written
reports to the SBE
• Provide descriptions of all reading interventions
provided to nonproficient students
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School:
• Track student information related
to demonstration
of proficiency and
non-proficiency
• Provide descriptions of all reading
interventions
provided to nonproficient students
Teachers:
• Provide reading
interventions to
students
• Document
and maintain
lesson plans
outlining reading
interventions used
in the classroom
Part 1A. North Carolina Read to Achieve Program.
§ 115C-83.1. State goal.
The goal of the State is to ensure that every student read at or above grade level by the end
of third grade and continue to progress in reading proficiency so that he or she can read,
comprehend, integrate, and apply complex texts needed for secondary education and career
success. (2012-142, s. 7A.1(b).)
§ 115C-83.2. Purposes.
(a)
The purposes of this Part are to ensure that (i) difficulty with reading development is
identified as early as possible; (ii) students receive appropriate instructional and support services
to address difficulty with reading development and to remediate reading deficiencies; and (iii)
each student and his or her parent or guardian be continuously informed of the student's
academic needs and progress.
(b)
In addition to the purposes listed in subsection (a) of this section, the purpose of this
Part is to determine that progression from one grade to another be based, in part, upon
proficiency in reading. (2012-142, s. 7A.1(b).)
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§ 115C-83.3. Definitions.
The following definitions apply in this Part:
(1)
"Accelerated reading class" means a class where focused instructional
supports and services are provided to increase a student's reading level
at least two grades in one school year.
(2)
"Alternative assessment" means a valid and reliable standardized
assessment of reading comprehension, approved by the State Board of
Education, that is not the same test as the State-approved standardized
test of reading comprehension administered to third grade students.
(3)
"Difficulty with reading development" means not demonstrating
appropriate developmental abilities in any of the major reading areas,
including, but not limited to, oral language, phonological or phonemic
awareness, vocabulary, fluency, or comprehension, according to
observation-based, diagnostic, or formative assessments.
(4)
"Instructional supports and services" mean intentional strategies used with
a majority of students to facilitate reading development and remediate
emerging difficulty with reading development. Instructional supports
and services include, but are not limited to, small group instruction,
reduced teacher-student ratios, frequent progress monitoring, and
extended learning time.
(5)
"Reading deficiency" means not reading at the third grade level by the end
of the student's third grade year, demonstrated by the results of the
State-approved standardized test of reading comprehension
administered to third grade students.
(6)
"Reading interventions" mean evidence-based strategies frequently used
to remediate reading deficiencies and include, but are not limited to,
individual instruction, tutoring, or mentoring that target specific reading
skills and abilities.
(7)
"Reading proficiency" means reading at or above the third grade level by
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(8)
(9)
(10)
the end of a student's third grade year, demonstrated by the results of
the State-approved standardized test of reading comprehension
administered to third grade students.
"Student reading portfolio" means a compilation of independently
produced student work selected by the student's teacher, and signed by
the teacher and principal, as an accurate picture of the student's reading
ability. The student reading portfolio shall include an organized
collection of evidence of the student's mastery of the State's reading
standards that are assessed by the State-approved standardized test of
reading comprehension administered to third grade students. For each
benchmark, there shall be three examples of student work
demonstrating mastery by a grade of seventy percent (70%) or above.
"Summer reading camp" means an additional educational program outside
of the instructional calendar provided by the local school administrative
unit to any student who does not demonstrate reading proficiency.
Parents or guardians of the student not demonstrating reading
proficiency shall make the final decision regarding the student's summer
camp attendance. Summer camps shall (i) be six to eight weeks long,
four or five days per week; (ii) include at least three hours of
instructional time per day; (iii) be taught by compensated, licensed
teachers selected based on demonstrated student outcomes in reading
proficiency; and (iv) allow volunteer mentors to read with students.
"Transitional third and fourth class combination" means a classroom
specifically designed to produce learning gains sufficient to meet fourth
grade performance standards while continuing to remediate areas of
reading deficiency. (2012-142, s. 7A.1(b).)
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§ 115C-83.4. Comprehensive plan for reading achievement.
(a)
The State Board of Education shall develop, implement, and continuously evaluate a
comprehensive plan to improve reading achievement in the public schools. The plan shall be
based on reading instructional practices with strong evidence of effectiveness in current
empirical research in reading development. The plan shall be developed with the active
involvement of teachers, college and university educators, parents and guardians of students, and
other interested parties. The plan shall, when appropriate to reflect research, include revision of
the standard course of study or other curricular standards, revision of teacher licensure and
renewal standards, and revision of teacher education program standards.
(b)
The State Board of Education shall report biennially to the Joint Legislative
Education Oversight Committee by October 1 of each even-numbered year on the
implementation, evaluation, and revisions to the comprehensive plan for reading achievement
and shall include recommendations for legislative changes to enable implementation of current
empirical research in reading development. (2012-142, s. 7A.1(b).)
§ 115C-83.4A. Advanced courses.
(a)
It is the intent of the State to enhance accessibility and encourage students to enroll
in and successfully complete more rigorous advanced courses to enable success in postsecondary
education for all students. For the purposes of this section, an advanced course is an Advanced
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Placement or International Baccalaureate Diploma Programme course. To attain this goal, to the
extent funds are made available for this purpose, students enrolled in public schools shall be
exempt from paying any fees for administration of examinations for advanced courses and
registration fees for advanced courses in which the student is enrolled regardless of the score the
student achieves on an examination.
(b)
Eligible secondary students shall be encouraged to enroll in advanced courses to
expose them to more rigorous coursework while still in secondary school. Successfully
completing advanced courses will increase the quality and level of students' preparation for
postsecondary career paths and their pursuit of higher education.
(c)
The results of student diagnostic tests administered pursuant to G.S. 115C-174.18
and G.S. 115C-174.22, such as the Preliminary SAT/National Merit Scholarship Qualifying Test
(PSAT/NMSQT) and ACT, shall be used to identify students who are prepared or who need
additional work to be prepared to enroll and be successful in advanced courses. Students may
also be identified for potential enrollment in advanced courses based on other criteria established
by schools to increase access to those courses for their students.
(d)
Local boards of education shall provide information to students and parents on
available opportunities and the enrollment process for students to take advanced courses. The
information shall explain the value of advanced courses in preparing students for postsecondary
level coursework, enabling students to gain access to postsecondary opportunities, and qualifying
for scholarships and other financial aid opportunities.
(e)
Local boards of education shall ensure that all high school students have access to
advanced courses in language arts, mathematics, science, and social studies. Such access may be
provided through enrollment in courses offered through or approved by the North Carolina
Virtual Public School.
(f)
The State Board of Education shall seek a partner, such as the College Board, to
form the North Carolina Advanced Placement Partnership, hereinafter referred to as Partnership,
to assist in improving college readiness of secondary students and to assist secondary schools to
ensure that students have access to high-quality, rigorous academics with a focus on access to
Advanced Placement courses.
In order to implement its responsibilities under this section, the partner selected by the State
Board of Education shall provide staff to do the following:
(1)
Provide professional development in the form of support and training to
enable teachers of Advanced Placement courses to have the necessary
content knowledge, instructional skills, and materials to prepare
students for success in Advanced Placement courses and examinations
and mastery of postsecondary course content.
(2)
Provide administrators, including principals and counselors, with
professional development that will enable them to create strong and
effective Advanced Placement courses in their schools.
(3)
Provide teachers of students in grades seven through 12 with preadvanced
course professional development and materials that prepare students for
success in Advanced Placement courses.
(4)
Provide consulting expertise and technical assistance to support
implementation.
(5)
Prioritize assistance to schools designated as low-performing by the State
Board of Education and provide for frequent visits to the schools
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targeted by the Partnership.
(g)
The Partnership shall report annually to the Department of Public Instruction on the
Partnership's implementation of its responsibilities under subsection (f) of this section.
(h)
Beginning October 1, 2014, the State Board of Education shall report annually to
the Joint Legislative Education Oversight Committee on advanced courses in North Carolina.
The report shall include, at a minimum, the following information:
(1)
The North Carolina Advanced Placement Partnership's report to the
Department of Public Instruction as required by subsection (g) of this
section and the State Board's assessment of that report.
(2)
Number of students enrolled in advanced courses and participating in
advanced course examinations, including demographic information by
gender, race, and free and reduced-price lunch status.
(3)
Student performance on advanced course examinations, including
information by course, local school administrative unit, and school.
(4)
Number of students participating in 10th grade PSAT/NMSQT testing.
(5)
Number of teachers attending summer institutes offered by the North
Carolina Advanced Placement Partnership.
(6)
Distribution of funding appropriated for advanced course testing fees and
professional development by local school administrative unit and
school.
(7)
Status and efforts of the North Carolina Advanced Placement Partnership.
(8)
Other trends in advanced courses and examinations. (2013-360, s.
8.27(b).)
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§ 115C-83.5. Developmental screening and kindergarten entry assessment.
(a)
The State Board of Education shall ensure that every student entering kindergarten
shall be administered a developmental screening of early language, literacy, and math skills
within 30 days of enrollment.
(b)
The State Board of Education shall ensure that every student entering kindergarten
shall complete a kindergarten entry assessment within 60 days of enrollment.
(c)
The developmental screening instrument may be composed of subsections of the
kindergarten entry assessment.
(d)
The kindergarten entry assessment shall address the five essential domains of school
readiness: language and literacy development, cognition and general knowledge, approaches
toward learning, physical well-being and motor development, and social and emotional
development.
(e)
The kindergarten entry assessment shall be (i) administered at the classroom level in
all local school administrative units; (ii) aligned to North Carolina's early learning and
development standards and to the standard course of study; and (iii) reliable, valid, and
appropriate for use with all children, including those with disabilities and those who are English
language learners.
(f)
The results of the developmental screening and the kindergarten entry assessment
shall be used to inform the following:
(1)
The status of children's learning at kindergarten entry.
(2)
Instruction of each child.
(3)
Efforts to reduce the achievement gap at kindergarten entry.
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(4)
Continuous improvement of the early childhood system. (2012-142, s.
7A.1(b).)
§ 115C-83.6. Facilitating early grade reading proficiency.
(a)
Kindergarten, first, second, and third grade students shall be assessed with valid,
reliable, formative, and diagnostic reading assessments made available to local school
administrative units by the State Board of Education pursuant to G.S. 115C-174.11(a). Difficulty
with reading development identified through administration of formative and diagnostic
assessments shall be addressed with instructional supports and services. To the greatest extent
possible, kindergarten through third grade reading assessments shall yield data that can be used
with the Education Value-Added Assessment System (EVAAS), or a compatible and comparable
system approved by the State Board of Education, to analyze student data to identify root causes
for difficulty with reading development and to determine actions to address them.
(b)
Formative and diagnostic assessments and resultant instructional supports and
services shall address oral language, phonological and phonemic awareness, phonics,
vocabulary, fluency, and comprehension using developmentally appropriate practices.
(c)
Local school administrative units are encouraged to partner with community
organizations, businesses, and other groups to provide volunteers, mentors, or tutors to assist
with the provision of instructional supports and services that enhance reading development and
proficiency. (2012-142, s. 7A.1(b).)
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§ 115C-83.7. Elimination of social promotion.
(a)
The State Board of Education shall require that a student be retained in the third
grade if the student fails to demonstrate reading proficiency appropriate for a third grade student,
as demonstrated on a State-approved standardized test of reading comprehension administered to
third grade students. The test may be readministered once prior to the end of the school year.
(b)
Students may be exempt from mandatory retention in third grade for good cause but
shall continue to receive instructional supports and services and reading interventions
appropriate for their age and reading level. Good cause exemptions shall be limited to the
following:
(1)
Limited English Proficient students with less than two years of instruction
in an English as a Second Language program.
(2)
Students with disabilities, as defined in G.S. 115C-106.3(1), whose
individualized education program indicates the use of alternative
assessments and reading interventions.
(3)
Students who demonstrate reading proficiency appropriate for third grade
students on an alternative assessment approved by the State Board of
Education. Teachers may administer the alternative assessment
following the administration of the State-approved standardized test of
reading comprehension typically given to third grade students at the end
of the school year, or after a student's participation in the local school
administrative unit's summer reading camp.
(4)
Students who demonstrate, through a student reading portfolio, reading
proficiency appropriate for third grade students. Teachers may submit
the student reading portfolio at the end of the school year or after a
student's participation in the local school administrative unit's summer
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reading camp. The student reading portfolio and review process shall be
established by the State Board of Education.
(5)
Students who have (i) received reading intervention and (ii) previously
been retained more than once in kindergarten, first, second, or third
grades.
(c)
The superintendent shall determine whether a student may be exempt from
mandatory retention on the basis of a good cause exemption. The following steps shall be taken
in making the determination:
(1)
The teacher of a student eligible for a good cause exemption shall submit
documentation of the relevant exemption and evidence that promotion
of the student is appropriate based on the student's academic record to
the principal. Such evidence shall be limited to the student's personal
education plan, individual education program, if applicable, alternative
assessment, or student reading portfolio.
(2)
The principal shall review the documentation and make an initial
determination whether the student should be promoted. If the principal
determines the student should be promoted, the principal shall make a
written recommendation of promotion to the superintendent for final
determination. The superintendent's acceptance or rejection of the
recommendation shall be in writing. (2012-142, s. 7A.1(b).)
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§ 115C-83.8. Successful reading development for retained students.
(a)
Students not demonstrating reading proficiency shall be enrolled in a summer
reading camp provided by the local school administrative unit prior to being retained. Students
who demonstrate reading proficiency on an alternative assessment of reading comprehension or
student reading portfolio after completing a summer reading camp shall be promoted to the
fourth grade. Students who do not demonstrate reading proficiency on these measures after
completing a summer reading camp shall be retained under G.S. 115C-83.7(a) and provided with
the instruction listed in subsection (b) of this section during the retained year.
(b)
Students retained under G.S. 115C-83.7(a) shall be provided with a teacher selected
based on demonstrated student outcomes in reading proficiency and placed in an accelerated
reading class or a transitional third and fourth grade class combination, as appropriate.
Classroom instruction shall include at least 90 minutes of daily, uninterrupted, evidence-based
reading instruction, not to include independent reading time, and other appropriate instructional
supports and services and reading interventions.
(c)
The State Board of Education shall establish a midyear promotion policy for any
student retained under G.S. 115C-83.7(a) who, by November 1, demonstrates reading
proficiency through administration of the alternative assessment of reading comprehension or
student reading portfolio review.
(d)
Repealed by Session Laws 2013-360, s. 8.30, effective July 1, 2013.
(e)
Parents or guardians of students who have been retained twice under the provisions
of G.S. 115C-83.7(a) shall be offered supplemental tutoring for the retained student in evidencebased reading services outside the instructional day. (2012-142, s. 7A.1(b); 2013-360, s. 8.30.)
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§ 115C-83.9. Notification requirements to parents and guardians.
(a)
Parents or guardians shall be notified in writing, and in a timely manner, that the
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student shall be retained, unless he or she is exempt from mandatory retention for good cause, if
the student is not demonstrating reading proficiency by the end of third grade. Parents or
guardians shall receive this notice when a kindergarten, first, second, or third grade student (i) is
demonstrating difficulty with reading development; (ii) is not reading at grade level; or (iii) has a
personal education plan under G.S. 115C-105.41.
(b)
Parents or guardians of any student who is to be retained under the provisions of
G.S. 115C-83.7(a) shall be notified in writing of the reason the student is not eligible for a good
cause exemption as provided in G.S. 115C-83.7(b). Written notification shall also include a
description of proposed reading interventions that will be provided to the student to remediate
identified areas of reading deficiency.
(c)
Parents or guardians of students retained under G.S. 115C-83.7(a) shall receive at
least monthly written reports on student progress toward reading proficiency. The evaluation of
the student's progress shall be based upon the student's classroom work, observations, tests,
assessments, and other relevant information.
(d)
Teachers and principals shall provide opportunities to discuss with parents and
guardians the notifications listed in this section. (2012-142, s. 7A.1(b).)
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§ 115C-83.10. Accountability measures.
(a)
Each local board of education shall publish annually on a Web site maintained by
that local school administrative unit and report in writing to the State Board of Education by
September 1 of each year the following information on the prior school year:
(1)
The number and percentage of third grade students demonstrating and not
demonstrating reading proficiency on the State-approved standardized
test of reading comprehension administered to third grade students.
(2)
The number and percentage of third grade students who take and pass the
alternative assessment of reading comprehension.
(3)
The number and percentage of third grade students retained for not
demonstrating reading proficiency.
(4)
The number and percentage of third grade students exempt from
mandatory third grade retention by category of exemption as listed in
G.S. 115C-83.7(b).
(b)
Each local board of education shall report annually in writing to the State Board of
Education by September 1 of each year a description of all reading interventions provided to
students who have been retained under G.S. 115C-83.7(a).
(c)
The State Board of Education shall establish a uniform format for local boards of
education to report the required information listed in subsections (a) and (b) of this section and
shall provide the format to local boards of education no later than 90 days prior to the annual due
date. The State Board of Education shall compile annually this information and submit a Statelevel summary to the Governor, the President Pro Tempore of the Senate, the Speaker of the
House of Representatives, and the Joint Legislative Education Oversight Committee by October
1 of each year, beginning with the 2014-2015 school year.
(d)
The State Board of Education and the Department of Public Instruction shall provide
technical assistance as needed to aid local school administrative units to implement all provisions
of this Part. (2012-142, s. 7A.1(b).) A
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GENERAL ASSEMBLY OF NORTH CAROLINA
SESSION 2013
HOUSE BILL 230
RATIFIED BILL
AN ACT TO CLARIFY PROVISIONS OF THE READ TO ACHIEVE ACT AND SCHOOL
PERFORMANCE GRADES AND TO EXPAND THE TESTING WINDOW FOR ONE
YEAR.
The General Assembly of North Carolina enacts:
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SECTION 1. G.S. 115C-83.3(2) reads as rewritten:
"(2) "Alternative assessment" means a valid and reliable standardized assessment
of reading comprehension, approved by the State Board of Education, that is
not the same test as the State-approved standardized test of reading
comprehension administered to third grade students. The State Board of
Education shall (i) provide several valid and reliable alternative assessments
to local school administrative units upon request, (ii) approve valid and
reliable alternative assessments submitted by local school administrative
units, and (iii) establish achievement level ranges for each approved
alternative assessment. The State Board of Education shall annually review
all alternative assessments to ensure ongoing relevance, validity, and
reliability."
SECTION 2. G.S. 115C-83.3(8) reads as rewritten:
"(8) "Student reading portfolio" means a compilation of independently produced
student work selected by the student's teacher, beginning during the first half
of the school year, and signed by the teacher and principal, as an accurate
picture of the student's reading ability. The student reading portfolio shall
include an organized collection of evidence of the student's mastery of the
State's reading standards that are assessed by the State-approved
standardized test of reading comprehension administered to third grade
students. A single piece of evidence may show mastery of up to two
standards. For each benchmark, there shall be three examples of student
work demonstrating mastery by a grade of seventy percent (70%) or above."
SECTION 3. G.S. 115C-83.3(9) reads as rewritten:
"(9) "Summer reading "Reading camp" means an additional educational program
outside of the instructional calendar provided by the local school
administrative unit to any student who does not demonstrate reading
proficiency. Parents or guardians of the student not demonstrating reading
proficiency shall make the final decision regarding the student's summer
reading camp attendance. Summer Reading camps shall (i) be six to eight
weeks long, four or five days per week; (ii) include at least three hours of
instructional time per day; (iii) offer at least 72 hours of reading instruction
to yield positive reading outcomes for participants; (ii) be taught by
compensated, licensed teachers selected based on demonstrated student
outcomes in reading proficiency; and (iv) allow (iii) allow volunteer mentors
to read with students.students at times other than during the 72 hours of
reading instruction. The 72 hours of reading instruction shall be provided
over no less than three weeks for students in schools using calendars other
than year-round calendars."
SECTION 4. G.S. 115C-83.5(d) reads as rewritten:
"(d) The kindergarten entry assessment shall (i) address the five essential domains of
school readiness: language and literacy development, cognition and general knowledge,
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approaches toward learning, physical well-being and motor development, and social and
emotional development.development and (ii) yield both qualitative and quantitative data in
each of these domains. Data obtained through administration of the kindergarten entry
assessment shall be used to populate relevant fields in a longitudinal data base. The language
and literacy component of the kindergarten entry assessment may be used as a formative and
diagnostic reading assessment as provided in G.S. 115C-83.6."
SECTION 5. G.S. 115C-83.7(b) reads as rewritten:
"(b) Students may be exempt from mandatory retention in third grade for good cause, but
shall continue to be eligible to participate in reading camps, receive instructional supports and
services and reading interventions appropriate for their age and reading level. Good cause
exemptions shall be limited to the following:
(1)
Limited English Proficient students with less than two years school years of
instruction in an English as a Second Language program.
(2)
Students with disabilities, as defined in G.S. 115C-106.3(1), whose
individualized education program indicates the use of alternative
assessments and reading interventions.G.S. 115C-106.3(1), and whose
individualized education program indicates (i) the use of the NCEXTEND1
alternate assessment, (ii) at least a two school year delay in educational
performance, or (iii) receipt of intensive reading interventions for at least
two school years.
(3)
Students who demonstrate reading proficiency appropriate for third grade
students on an alternative assessment approved by the State Board of
Education. Teachers may administer alternative assessment following the
administration of the State-approved standardized test of reading
comprehension typically given to third grade students at the end of the
school year or after a student's participation in the local school
administrative unit's summer reading camp.
(4)
Students who demonstrate, through a student reading portfolio, reading
proficiency appropriate for third grade students. Teachers may submit the
student reading portfolio at the end of the school year or after a student's
participation in the local school administrative unit's summer reading camp.
The student Student reading portfolio and review process processes used by
local school administrative units shall be established approved by the State
Board of Education.
(5)
Students who have (i) received reading intervention and (ii) previously been
retained more than once in kindergarten, first, second, or third grades."
SECTION 6. G.S. 115C-83.8 reads as rewritten:
"§ 115C-83.8. Successful reading development for retained students.
(a)
Parents or guardians of Students students not demonstrating reading proficiency
shall be enrolled encouraged to enroll their student in a summer reading camp provided by the
local school administrative unit prior to being retained. unit. Students who demonstrate reading
proficiency on an alternative assessment of reading comprehension or student reading portfolio
after completing a summer reading camp shall be promoted to the fourth grade. Students who
do not demonstrate reading proficiency on these measures after completing a summer reading
camp shall be retained under G.S. 115C-83.7(a) and provided with the instruction listed in
subsection (b) of this section during the retained year.Parents or guardians of a student not
demonstrating reading proficiency shall make the final decision regarding a student's reading
camp attendance. Local school administrative units shall provide at least one opportunity for
students not participating in a reading camp to demonstrate reading proficiency appropriate for
third grade students on an alternative assessment or through a student reading portfolio process
approved by the State Board of Education prior to retaining the student.
(b)
Students retained under G.S. 115C-83.7(a) shall be provided with a teacher selected
based on demonstrated student outcomes in reading proficiency and placed in an accelerated
reading class or a transitional third and fourth grade class combination, as appropriate.
Classroom instruction shall include at least 90 minutes of daily, uninterrupted, evidence-based
reading instruction, not to include independent reading time, and other appropriate instructional
supports and services and reading interventions.
(c)
The State Board of Education shall establish a midyear promotion policy for any
student retained under G.S. 115C-83.7(a) who, by November 1, demonstrates reading
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proficiency through administration of the alternative assessment of reading comprehension or
student reading portfolio review. Principals shall use the provisions under G.S. 115C-288(a) to
grade and classify students demonstrating reading proficiency after the November 1 midyear
promotion deadline.
(d)
Repealed by Session Laws 2013-360, s. 8.30, effective July 1, 2013.
(e)
Parents or guardians of students who have been retained twice under the provisions
of G.S. 115C-83.7(a) shall be offered supplemental tutoring for the retained student in
evidence-based reading services outside the instructional day."
SECTION 7. G.S. 115C-83.9 reads as rewritten:
"§ 115C-83.9. Notification requirements to parents and guardians.
(a)
Parents or guardians shall be notified in writing, and in a timely manner, that the
student shall be retained, unless he or she is exempt from mandatory retention for good cause,
if the student is not demonstrating reading proficiency by the end of third grade. Parents or
guardians shall receive this notice when a kindergarten, first, second, or third grade student (i)
is demonstrating difficulty with reading development; (ii) is not reading at grade level; or (iii)
has a personal education plan under G.S. 115C-105.41.
(b)
Parents or guardians of any student who is to be retained under the provisions of
G.S. 115C-83.7(a) shall be notified in writing of the reason the student is not eligible for a good
cause exemption as provided in G.S. 115C-83.7(b). Written notification shall also include a
description of proposed reading interventions that will be provided to the student to remediate
identified areas of reading deficiency.
(c)
Parents or guardians of students retained under G.S. 115C-83.7(a) shall receive at
least monthly written reports on student progress toward reading proficiency. The evaluation of
the student's progress shall be based upon the student's classroom work, observations, tests,
assessments, and other relevant information.
(d)
Teachers and principals shall provide opportunities opportunities, including, but not
limited to, information sessions, to discuss with parents and guardians the notifications listed in
this section."
SECTION 8. Part 1A of Article 8 of Chapter 115C of the General Statutes is
amended by adding a new section to read:
"§ 115C-83.11. Continued support for students demonstrating reading proficiency.
(a)
Parents or guardians of a student demonstrating reading proficiency appropriate for
a third grade student as provided under G.S. 115C-83.7 may choose to enroll the student in the
reading camp as defined in G.S. 115C-83.3(9) but may be charged an attendance fee. Local
boards of education may establish a fee amount to be equal to the per student program cost of
participating in the reading camp, not to exceed eight hundred twenty-five dollars ($825.00).
(b)
Priority enrollment in the reading camp is for students not demonstrating reading
proficiency as provided under G.S. 115C-83.8. Local boards of education shall establish
application procedures and enrollment priorities for reading camps for students demonstrating
reading proficiency."
SECTION 9. G.S. 115C-238.29F(d1) reads as rewritten:
"(d1) Reading Proficiency and Student Promotion. –
(1)
Students in the third grade shall be retained if the student fails to
demonstrate reading proficiency by reading at or above the third grade level
as demonstrated by the results of the State-approved standardized test of
reading comprehension administered to third grade students. The charter
school shall provide reading interventions to retained students to remediate
reading deficiency, which may include 90 minutes of daily, uninterrupted,
evidence-based reading instruction, accelerated reading classes, transition
classes containing third and fourth grade students, and summer reading
camps.
(2)
Students may be exempt from mandatory retention in third grade for good
cause but shall continue to receive instructional supports and services and
reading interventions appropriate for their age and reading level. Good cause
exemptions shall be limited to the following:
a.
Limited English Proficient students with less than two school years
of instruction in an English as a Second Language program.
b.
Students with disabilities, as defined in G.S. 115C-106.3(1), and
whose individualized education program indicates the use of
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c.
alternative assessments and reading interventions.(i) the use of the
NCEXTEND1 alternate assessment, (ii) at least a two school year
delay in educational performance, or (iii) receipt of intensive reading
interventions for at least two school years.
Students who demonstrate reading proficiency appropriate for third
grade students on an alternative assessment of reading
comprehension. The charter school shall notify the State Board of
Education of the alternative assessment used to demonstrate reading
proficiency.
Students who demonstrate, through a student reading portfolio,
reading proficiency appropriate for third grade students.
Students who have (i) received reading intervention and (ii)
previously been retained more than once in kindergarten, first,
second, or third grades.
d.
e.
…."
SECTION 10. The State Board of Education shall implement the developmental
screening instrument as provided in G.S. 115C-83.5 in each school in a local school
administrative unit enrolling kindergarten students, and according to the approved time line for
the administration of the Kindergarten Entry Assessment as provided under Section 3.9 of S.L.
2013-363. Additional components of the Kindergarten Entry Assessment shall be fully
implemented in each school in a local school administrative unit enrolling kindergarten
students beginning with the 2016-2017 school year.
SECTION 11. The title of Part 5 of Article 10A of Chapter 115C of the General
Statutes reads as rewritten:
"CAREER AND COLLEGE READINESS."
SECTION 12. G.S. 115C-83.4A is recodified in Part 5 of Article 10A of Chapter
115C of the General Statutes as G.S. 115C-174.26.
SECTION 13. G.S. 115C-83.15(b) reads as rewritten:
"(b) Calculation of the School Achievement Score. – In calculating the overall school
achievement score earned by schools, the State Board of Education shall total the sum of points
earned by a school on all of the following indicators that are measured for that school:
(1)
One point for each percent of students who score at or above proficient on
annual assessments for mathematics in grades three through eight.
(2)
One point for each percent of students who score at or above proficient on
annual assessments for reading in grades three through eight.
(3)
One point for each percent of students who score at or above proficient on
annual assessments for science in grades five and eight.
(4)
One point for each percent of students who score at or above proficient on
the Algebra I or Integrated Math I end-of-course test.
(5)
One point for each percent of students who score at or above proficient on
the English II end-of-course test.
(6)
One point for each percent of students who score at or above proficient on
the Biology end-of-course test.
(7)
One point for each percent of students who complete Algebra II or
Integrated Math III with a passing grade.
(8)
One point for each percent of students who achieve the minimum score
required for admission into a constituent institution of The University of
North Carolina on a nationally normed test of college readiness.
(9)
One point for each percent of students enrolled in Career and Technical
Education courses who meet the standard when scoring at Silver, Gold, or
Platinum levels on a nationally normed test of workplace readiness.
(10) One point for each percent of students who graduate within four years of
entering high school.
Each school achievement indicator shall be of equal value when used to determine the
overall school achievement score. In calculating the overall school achievement score earned
by schools, the State Board of Education shall (i) use a composite approach to weigh the
achievement elements based on the number of students measured by any given achievement
element and (ii) proportionally adjust the scale to account for the absence of a school
achievement element for award of scores to a school that does not have a measure of one of the
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school achievement elements annually assessed for the grades taught at that school. The overall
school achievement score shall be translated to a 100-point scale and used for school reporting
purposes as provided in G.S. 115C-12(9)c1., 115C-238.29F, and 115C-238.66."
SECTION 14. G.S. 115C-83.15(d) reads as rewritten:
"(d) Calculation of the School Performance Scores and Grades. – For schools exceeding
or not meeting expected school growth, the The State Board of Education shall use EVAAS to
calculate the school performance score by adding the school achievement score, as provided in
subsection (b) of this section, and the school growth score, as provided in subsection (c) of this
section, earned by a school. The school achievement score shall account for eighty percent
(80%), and the school growth score shall account for twenty percent (20%) of the total sum.
For schools meeting expected growth, and with a school achievement score of eighty percent
(80%) or higher, the school performance score shall solely reflect the achievement score. For
schools meeting expected growth, and with a school achievement score below eighty percent
(80%), the school achievement score shall account for eighty percent (80%), and the school
growth score shall account for twenty percent (20%) of the total sum. If a school has met
expected growth and inclusion of the school's growth score reduces the school's performance
score and grade, a school may choose to use the school achievement score solely to calculate
the performance score and grade. For all schools, the total school performance score shall be
converted to a 100-point scale and used to determine a school performance grade based on the
following scale:
(1)
A school performance score of at least 90 is equivalent to an overall school
performance grade of A.
(2)
A school performance score of at least 80 is equivalent to an overall school
performance grade of B.
(3)
A school performance score of at least 70 is equivalent to an overall school
performance grade of C.
(4)
A school performance score of at least 60 is equivalent to an overall school
performance grade of D.
(5)
A school performance score of less than 60 points is equivalent to an overall
school performance grade of F."
SECTION 15. Notwithstanding G.S. 115C-83.15(d), for the 2013-2014 school
year only, for all schools the total school performance score shall be converted to a 100-point
scale and used to determine a school performance grade based on the following scale:
(1)
A school performance score of at least 85 is equivalent to an overall school
performance grade of A.
(2)
A school performance score of at least 70 is equivalent to an overall school
performance grade of B.
(3)
A school performance score of at least 55 is equivalent to an overall school
performance grade of C.
(4)
A school performance score of at least 40 is equivalent to an overall school
performance grade of D.
(5)
A school performance score of less than 40 points is equivalent to an overall
school performance grade of F.
SECTION 16. For the 2014-2015 school year only, local boards of education may
apply for waivers from the requirements in G.S. 115C-174.12(4) which limit the administration
of final exams for year-long courses to the final 10 instructional days of the school year and the
final five instructional days of the semester for semester courses. Local boards of education
shall apply for these waivers to the State Board of Education by September 1, 2014. The State
Board of Education shall grant the waivers for up to five additional days in order to allow the
administration of final exams for year-long courses within the final 15 instructional days of the
school year and for semester courses within the final 10 instructional days of the semester. By
October 1, 2014, the State Board of Education shall notify the local boards of education
whether the requested waivers have been granted.
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SECTION 17. This act is effective when it becomes law. Section 16 of this act
applies only for the 2014-2015 school year.
In the General Assembly read three times and ratified this the 9th day of June, 2014.
s/ Daniel J. Forest
President of the Senate
s/ Paul Stam
Speaker Pro Tempore of the House of Representatives
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___________________________________________
Pat McCrory
Governor
Approved __________.m. this ______________ day of ___________________, 2014
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North Carolina State Board of Education
Policy Manual
Policy Identification
Priority: Globally Competitive Students
Category: Kindergarten/Early Childhood
Policy ID Number: GCS-J-003
Policy Title: NC General Assembly’s Read to Achieve Program
Current Policy Date: 12/05/2013
Other Historical Information: 03/07/2013
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Statutory Reference: Administrative Procedures Act (APA) Reference Number and Category:
(a) Local education agencies (LEAs) shall enact third grade retention and promotion policies
consistent with G.S. 115C-83.1, 83.3, and 83.7. A guidebook, North Carolina Read to Achieve,
A Guide to Implementing House Bill 950/S.L. 2012-142 Section 7A, is available at
https://eboard.eboardsolutions.com/Meetings/Attachment.aspx?S=10399&AID=12267&MID=804.
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*(b) Pursuant to G.S. 115C-83.3(2) LEAs shall use the Read to Achieve test as the alternative
assessment in connection with G.S. 115C-83.7, 83.8.
History Note: Authority G.S. 115C-83.1, 83.3, 83.7 and 83.8
Eff. June 30, 2013
D
*B
ased on State Board of Education action on February 6, 2014, LEAs may submit for approval local
alternative assessment options for the 2013-2014 school year subject to the following conditions:
1. the request is approved by the local board of education and is signed by the local board chair;
and
2.the request contains a statement verifying that the local board of education has determined that
the requested Alternative Assessment is a valid and reliable standardized assessment of reading
comprehension and demonstrates that a student is reading at or above the third-grade level as
required by the Read to Achieve law.
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